Learning Academic Concepts through a Movement Activity Programme in a Hong Kong Kindergarten
Hun Ping Rebecca Cheung.
The present paper is to examine movement activities could be used for learning academic concepts
and other outcomes such as emotional and social development could be gained through movement activities.
A quasi-experimental was utilized. Forty children from two K3 classes (age 5-6) in one Hong Kong kindergarten
participated in the study. The Paired-Samples T test was used to determine if statistically significant differences
between the pre-test and pro-test scores. The linear regression analysis was used to assess the differences between
the experimental groups and control groups of pre-test's and pro-test's scores. The results showed that the movement
programme had a positively effect on children's learning of academic concepts. Significant differences (p<.05) were
found in the total scores of the worksheets, the higher scores from the pro-test provided the indicator of
children's improvement. Significant differences (p<.05) were also found among the control groups and experimental groups.
The results did lend support to the idea that children could learn academic concepts through movement activities,
however not enough to say that children learn better in movement programme. There is a need for further research.
Teacher interview indicated that using movement programme had benefits in the areas of motivation, involvement,
cooperation, body expression and catering individual difference. The results of the current study supported that
movement activity can be a learning tool of academic concepts.
Hun Ping Rebecca Cheung
Lecturer in Early Childhood Education
The School of Early Childhood Education
Hong Kong Institute of Education
(30 min. Conference Paper, English)